Although far from a new idea, degree completion is often overlooked in workforce centers as a first line of support when matching workers with jobs. Research documents, however, that degree completion can be an effective approach for clients who have attended college but who have not completed an Associate’s or Bachelor’s degree. This approach is both a mechanism for short-term training and also a way to improve clients’ long-term employment prospects, job stability, and earning power. This section contains resources to help workforce center staff to more effectively:
discuss degree completion with clients and identify compelling reasons to attain a degree;
understand how Adult College Completion fits into their Independent Training Account (ITA) system, high demand occupation mandates, and prior learning assessment opportunities; and
implement the seven key steps detailed earlier which are proven to enhance and increase degree completion through a workforce center.
A Stronger Nation Through Higher Education, Indianapolis: Lumina Foundation for Education, April 2014. An annual report from the Lumina Foundation.
Goldrick-Rab, Sara and Nancy Kendall, Redefining College Affordability: Securing America’s Future with a Free Two Year College Option, Indianapolis: Lumina Foundation, April 2014.
Rutgers University Reports to the Lumina Foundation
McKay, Heather, et al., Adult College Completion through the Workforce Development System: A Preliminary Report of the Adult College Completion Initiative, New Brunswick: Rutgers Education and Employment Research Center, June 2012.
McKay, Heather, and Mary C. Murphree, Adult College Completion: Year Three Accomplishment Report, New Brunswick: Rutgers Education and Employment Research Center, September 2013.
McKay, Heather, and Mary C. Murphree, Adult College Completion: Year Four Accomplishment Report, New Brunswick: Rutgers Education and Employment Research Center, September 2014.
Rutgers University Policy Briefs
Haviland, Sara B., et al., Adult College Completion through the Workforce System: The Role of the Eligible Training Provider List in Training Choices, New Brunswick: Rutgers Education and Employment Research Center, March 2014.
Edwards, Renée, and Heather McKay, Adult College Completion Through the Workforce System: Final Outcomes and Data Report, New Brunswick: Rutgers Education and Employment Research Center, September 2014.
Haviland, Sara B., et al, Adult College Completion through the Workforce System: The Role of High Demand Occupations in Training Choices, New Brunswick: Rutgers Education and Employment Research Center, September 2014.
WICHE, NAWB, “Partnerships for Progress: Workforce and Higher Education Institutions,” May 21, 2014.
WICHE, NAWB, CAEL, “Increasing Credential Completion: Adult Learners, PLA, and the Public Workforce System,” August 6, 2014.
Lumina Foundation is an independent, private foundation committed to increasing the proportion of Americans who have high-quality, college-level learning. The foundation's goal is to increase the proportion of Americans with high-quality college degrees, certificates and credentials to 60 percent by 2025.
National Association of Workforce Boards (NAWB) connects workforce development professionals, Workforce Investment Board members, and policy makers with the knowledge, training and tools to help make informed, smart decisions about how to invest in workforce strategies that advance the economic health of their communities through a skilled, competitive workforce.
Southern Regional Education Board (SREB) is a nonprofit, nonpartisan organization headquartered in Atlanta. Member states are Alabama, Arkansas, Delaware, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia and West Virginia. SREB’s work is funded by member appropriations and by grants and contracts from foundations and local, state and federal agencies.
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